This qualitative study explores teachers' lived experiences and perceptions of their competence in implementing social and emotional learning (SEL) programs, and how these shape their self-efficacy beliefs and experiences. Using an Interpretative Phenomenological Analysis (IPA) approach, in-depth interviews were conducted with two primary school teachers from different school settings in the Philippines. The study is grounded in Bandura's (1977) self-efficacy theory and Tschannen-Moran and Hoy's (2001) model of teacher self-efficacy. The findings reveal that teachers' self-perceptions of competence, shaped by personal experiences, school environment, and social-emotional competencies, influence their self-efficacy beliefs through mastery experiences, vicarious experiences, verbal persuasion, and physiological/emotional states. Positive self-perceptions and high self-efficacy lead to more effective SEL implementation, while low confidence and lack of support hinder it. Contextual factors like school support, resources, and training opportunities also shape teachers' self-efficacy and approach to SEL. The study underscores the need to address both individual and systemic factors to enhance teacher self-efficacy and ensure effective SEL delivery. By understanding the sources of self-efficacy and the context-specific nature of teacher self-efficacy, this study informs the development of targeted interventions to enhance teacher confidence and effectiveness in SEL implementation. The findings highlight the importance of providing teachers with context-specific support, opportunities for mastery experiences, exposure to successful models, supportive feedback, and strategies to manage stress and emotions. Ultimately, empowering teachers is crucial for the successful integration of SEL in schools and the holistic development of students.

Authors:
Ruth Ignacio, Ateneo de Manila University, Philippines

About the Presenter(s)
Ruth E Ignacio - Founder and Director of Marywoods Academy and a Trainer at FranklinCovey Philippines. My interests are educational leadership and whole-school transformation. My project is on teacher self-efficacy in social and emotional context.

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